Affiliation:
1. Northeastern Illinois University, Chicago, USA
Abstract
Successful outcomes of the IEP process depend on the relationships developed between school professionals and the families of students with disabilities. Family members who are also special education professionals bring insight and a unique skill set for building collaborative partnerships that are the cornerstone of family-centered services in special education. Their stories provide a window into the experiences of family members, the experiences of school professionals and the distinct roles for each as members of an IEP team. Results from seven interviews indicate that IEP meetings are difficult, emotional, and contain power imbalances, even when the family member has institutional knowledge and professional experience. Lessons from the interviews support the ways that effective alliances can be established with all families, including culturally diverse families. Some suggestions to improve family member participation include frequent communication with families, using a facilitator for contentious meetings, having a clear agenda, and asking for parent input early and often.
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